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Två elever med läs- och skrivsvårigheter i två ASL-klassrum: Lärares och elevers upplevelser
Jönköping University, School of Education and Communication.
Jönköping University, School of Education and Communication.
2015 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Two pupils with writing and reading disabilities in two WTR-classrooms (English)
Abstract [sv]

I dagens samhälle är det av stor vikt att kunna läsa och skriva då texter finns i olika former överallt, mycket på grund av den tekniska utvecklingen i samhället. Vägen till att "knäcka koden" ser olika ut för barn. I studien har vi valt att fokusera elever med läs- och skrivsvårigheter samt hur tekniken kan fungera som stöd i undervisningen. Syftet med studien är att undersöka hur lärare beskriver sin undervisning i förhållande till läs- och skrivsvårigheter. Vidare är syftet att undersöka hur elever med läs- och skrivsvårigheter upplever sin undervisning.

Studien har sin utgångspunkt i den sociokulturella teorin. Empirin till studien är skapad genom semistrukturerade intervjuer med lärare och elever. Materialet har sedan analyserats och presenteras i resultatet. Resultatet av studien indikerar på att undervisning och stödstrukturer inom ASL stödjer elever med läs- och skrivsvårigheter i sin läs- och skrivinlärning genom att de får höra och se sambandet mellan ljud och bokstav.

Abstract [en]

In today's society it's important to be able to read and write because there are texts everywhere, and also as the technology has made a bigger impact in the society. For some children it can be difficult to learn how to write and read. Because of this we have chosen to focus on pupils with disabilities in the read- and writing process. We also want to see how the technology can support pupils in their learning. The aim of this study is therefore to investigate how teachers describe their teaching in relation to reading and writing disabilities. The study also aims to investigate how pupils with reading and writing disabilities describe their education.

The sociocultural theory is the base of this study. The empirics to this study is created by interviews with pupils and teachers. The empirics has been analyzed and presented in the result. The result of this study shows that the method "write to read" supports pupils with writing and reading disabilities in their writing and reading education because the link between letter and sound clarifieds for the pupils.

Place, publisher, year, edition, pages
2015. , 33 p.
Keyword [en]
WTR, Write to read, reading and writing disabilities, write and read education
Keyword [sv]
ASL, Att skriva sig till läsning, läs- och skrivsvårigheter, läs- och skrivundervisning
National Category
Languages and Literature
Identifiers
URN: urn:nbn:se:hj:diva-27154ISRN: JU-HLK-JU-2-20150032OAI: oai:DiVA.org:hj-27154DiVA: diva2:820617
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Available from: 2016-02-26 Created: 2015-06-12 Last updated: 2016-02-26Bibliographically approved

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CiteExportLink to record
Permanent link

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Citation style
  • apa
  • ieee
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  • Other style
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  • de-DE
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  • en-US
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  • nn-NO
  • nn-NB
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  • Other locale
More languages
Output format
  • html
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  • asciidoc
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